text:
Het Observatie- en behandelingscentrum Bethanië is een instelling voor jongeren in Genk en Hasselt. Het centrum betrekt het thuismilieu en de schoolomgeving bij de gekozen begeleiding. Het voldoet aan de erkenningscriteria van de overheid voor subsidiëring, van onder meer het Vlaams Agentschap voor Personen met een Handicap.

Geschiedenis
In 1965 stichtten de Dominicanessen van Bethanië in Genk het kinderdorp Bethanië. Deze congregatie had in Nederland ervaring met opvang van reclasseringskinderen. Aan de rand van de stad in de wijk Sledderlo tegen het bos aan, startten ze met een paviljoen. Doorheen de jaren werd er steeds bijgebouwd en Bethanië groeide uit tot een Observatie- en Behandelingscentrum (OBC) dat met de jaren meer en meer door leken gerund. Vooral onder de bezielende leiding van Jo Voets, universitair gevormd pedagoog, werd ook de professionalisering doorgevoerd, met gediplomeerde opvoeders en verzorgenden.

In 2005 werd het centrum uitgebreid met een Medisch-Pedagogisch Instituut (MPI), door de overname van het Home voor Individuele Opvoeding te Houthalen. Een tehuis voor moeilijk opvoedbare kinderen, in 1963 gesticht door het echtpaar Schollen-Huygen uit Lanklaar, maar waarvoor geen echte opvolging bereikt kon worden. Toen in 2008 de jezuïeten het bezinningscentrum Godsheide (bij Hasselt) verlieten, vond men een geschikte infrastructuur voor alweer een volgende uitbreiding, en kon het gebouw in Houthalen worden opgegeven.

In 2012 omvat de werking:
een semi-internaat, opvang en begeleiding na school en woensdagnamiddag;
een MPI, voor leerlingen van het buitengewoon onderwijs i.c. voor leerlingen met ernstige emotionele en/of gedragsproblemen (type 3);
studio's: wonen. Jongeren tussen 17 en 18 jaar die zelfstandig op een studio kunnen wonen, maar nog begeleiding in de buurt nodig hebben.

Externe link
Observatie- en behandelingscentrum Bethanië

Jeugdzorg
Genk

redpajama_set_name: RedPajamaWikipedia


Analysis (harmonic, functional, and/or stochastic) of partial differential equations.
See my publications page for detail.
Recent Honours/Master/PhD supervision: see my supervision page.
Lecture notes and other teaching material: see my teaching page.


text:
//

//#region Usings

//using System;
//using System.Linq;
//using System.Collections.Generic;

//#endregion

//namespace org.GraphDefined.Vanaheimr.Styx
//{

//    /// <summary>
//    /// ExhaustiveMergePipe will drain its first internal pipe, then its second,
//    /// so on until all internal pipes are drained.
//    /// </summary>
//    /// <typeparam name="S">The type of the consuming and emitting objects.</typeparam>
//    public class ExhaustiveMergePipe<S> : AbstractPipe<S, S>, IMetaPipe<S, S>
//    {

//        #region Data

//        private IEnumerable<IPipe> _Pipes;
//        Int32 current = 0;
//        Int32 total;

//        #endregion

//        #region Constructor(s)

//        #region ExhaustiveMergePipe(Pipes)

//        /// <summary>
//        /// Creates a new ExhaustiveMergePipe based on the given Pipes.
//        /// </summary>
//        public ExhaustiveMergePipe(IEnumerable<IPipe> Pipes)
//        {
//            this._Pipes = Pipes;
//            this.total  = Pipes.Count();
//        }

//        #endregion

//        #region ExhaustiveMergePipe(params Pipes)

//        /// <summary>
//        /// Creates a new ExhaustiveMergePipe based on the given Pipes.
//        /// </summary>
//        public ExhaustiveMergePipe(params IPipe[] Pipes)
//        {
//            this._Pipes = Pipes;
//            this.total  = Pipes.Count();
//        }

//        #endregion

//        #endregion

//        #region MoveNext()

//        /// <summary>
//        /// Advances the enumerator to the next element of the collection.
//        /// </summary>
//        /// <returns>
//        /// True if the enumerator was successfully advanced to the next
//        /// element; false if the enumerator has passed the end of the
//        /// collection.
//        /// </returns>
//        public override Boolean MoveNext()
//        {

//            if (_InputEnumerator == null)
//                return false;

//            while (true)
//            {

//                var _Pipe = _Pipes.ElementAt(this.current);

//                if (_Pipe.MoveNext())
//                {
//                    _CurrentElement = _InputEnumerator.Current;
//                    return true;
//                }

//                else
//                {

//                    this.current++;

//                    if (this.current % this.total == 0)
//                    {
//                        throw new NoSuchElementException();
//                    }

//                }

//            }

//        }

//        #endregion

//        #region Pipes

//        /// <summary>
//        /// A MetaPipe is a pipe that "wraps" some collection of pipes.
//        /// </summary>
//        public IEnumerable<IPipe> Pipes
//        {
//            get
//            {
//                return _Pipes;
//            }
//        }

//        #endregion

//        #region Reset()

//        /// <summary>
//        /// A pipe may maintain state. Reset is used to remove state.
//        /// </summary>
//        public override void Reset()
//        {

//            foreach (var _Pipe in _Pipes)
//            {
//                _Pipe.Reset();
//            }

//            base.Reset();

//        }

//        #endregion

//        #region (override) ToString()

//        /// <summary>
//        /// A string representation of this pipe.
//        /// </summary>
//        public override String ToString()
//        {
//            return base.ToString() + this._Pipes;
//        }

//        #endregion

//    }

//}

redpajama_set_name: RedPajamaGithub


text:
#ifndef VALHALLA_MJOLNIR_IDTABLE_H
#define VALHALLA_MJOLNIR_IDTABLE_H

#include <vector>
#include <algorithm>

namespace valhalla {
namespace mjolnir {

/**
 * A method for marking OSM Ids that are used by ways/nodes/relations.
 * Uses a vector where 1 bit is used for each possible Id.
 * So for a maximum OSM Id of 4 billion this uses 500MB memory
 */
class IdTable {
 public:
   /**
    * Constructor
    * @param   maxosmid   Maximum OSM Id to support.
    */
  IdTable(const uint64_t maxosmid);

  /**
   * Destructor
   */
  ~IdTable();

  /**
   * Sets the OSM Id as used.
   * @param   osmid   OSM Id of the way/node/relation.
   */
  void set(const uint64_t id);

  /**
   * Test if the OSM Id is used / set in the bitmarker.
   * @param  id  OSM Id
   * @return  Returns true if the OSM Id is used. False if not.
   */
  const bool IsUsed(const uint64_t id) const;

 private:
  const uint64_t maxosmid_;
  std::vector<uint64_t> bitmarkers_;
};
}
}

#endif  // VALHALLA_MJOLNIR_IDTABLE_H


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Purplish-red becoming green in late summer, deeply lobed. Red fall color. Insignificant small reddish-purple flowers in May-June. Deciduous. Keep outdoors. Available 12 months a year. Will have no foliage during winter months.
Finely detailed miniature ceramic fisherman figurine. Fisherman sitting on a log.
Also known as Banyan Fig. The Retusa has small, dark green leaves which are more oval than the Benjamina. Grey to reddish bark dotted with small horizontal flecks, similar to tiger-like markings. Has a heavy trunk with and tiered branching. The Retusa is among the most tolerant, versatile and trouble-free bonsai trees for indoor use.


text:
Agnathia (also termed hypognathous) is absence of a portion or the entirety of one or both jaws. It is a very rare condition.

See also
 Micrognathia

References

Pathology of the maxilla and mandible


text:
The Vaer Journal
Go to Vaer Shop
23 January 2019 / Watch History
A Brief History of NATO Watch Bands
In designing the Vaer watch, we tried our best to focus on the features and functionalities beloved by wristwatch enthusiasts. While some of our design features, such as the metal case ring and back-loaded case design, are invisible to the untrained eye, there are other features that clearly define the product's identity.
One such feature is the interchangeable nylon bands. Colorful, comfortable, and waterproof - they're a perfect match for our minimal, ocean-going timepiece.
A Functional Favorite
The nylon pass-through strap (often referred to as a NATO) is a unifying symbol for watch lovers around the world. Whether you're collecting Seikos or Submariners chances are you own a few nylon straps. Not only do they provide a cool contrast to a steel or leather strap, they're incredibly functional. If you own an expensive dive watch (and actually use it in the ocean) the last thing you want is to lose it because of a faulty spring-bar. Even the strongest steel bracelet is only as reliable as the removable spring-bars it's attached to - if one breaks, your watch is going straight to the ocean floor.
The nylon pass-through strap solves this problem.
Since the band itself forms a full-loop around your wrist, it's secured independently by each springbar. If one bar fails, the other one will still be there to keep the watch on your wrist.
Military Origins
The origins of this fail-safe design can be traced back over 40 years to the early 1970s when it was issued as an optional accessory by the British Ministry of Defence. Labelled simply as the "Strap, Wrist Watch" it quickly became known as the G10, which was the name of the order form soldiers needed to fill out to get it. It is very commonly referred to as a "NATO Strap", as a shortened version of "NATO Stocking Number".
The design of these early military straps is nearly identical to our version. Both are nylon, 20mm in width, and feature a second shorter piece of nylon attached to the buckle. The only key difference is the while the British originals used brass-buckles and keepers our hardware is made of brushed 316L stainless steel. Interestingly, the military straps were also highly customized. While originally issued only in grey, it wasn't long before British regiments started customizing the straps to match their regimental colors.
Rise to Popularity
While it took a few more decades for the NATO design to catch on outside military circles, today these the bands can be found on an incredibly wide variety of watches. Many renowned watchmakers such as Bremont and Tudor now sell Nylon bands as an optional accessory with their watches - charging as much $100 USD for a single Nylon strap.
Other brands have taken the opposite approach, producing flimsy colored straps, that imitate the style of NATO, but lack the quality and design specifications to make the product useful for anything more than a fashion accessory.
The Perfect Band
We didn't invent our band design. Nor are we the only ones selling the style.
However, for the price, our version is one of the very best of its kind on the market.
We selected a very dense Nylon weave that is sturdy, while still being supple enough to be comfortable when worn around the wrist. The band features 13 laser cut holes, spaced 5mm apart and spanning a range between 155mm and 215mm. The end of the band is rounded to a circle, and burnished by heat to not split or fray. Attached to the Nylon band, are four pieces of brushed stainless steel hardware - one buckle and three rectangular loops. The hardware is secured by 1mm machine-stitched nylon threading, made to match the color of the band, and stress tested to withstand up to 350 pounds of direct tension.
All together these numerous design features combine into a pretty damn solid strap. Adding in the ocean functionality, easy interchangeability, and opportunity for customization - I think its pretty clear why we believe it's a perfect match for our watch.
Vaer Watches
Reagan is a Canadian designer, artist, and author based in Venice, California. He founded Vaer in the fall of 2015 with Ryan Torres, with the goal of building the perfect everyday wristwatch.
Building a 10 ATM Water Resistant Watch
Vaer Watches have a 10 ATM (100m) water resistance rating, and are designed for everyday use in the ocean, whether that's swimming, surfing, or diving.
Ryan Torres
Watch Assembly
Hitting the Mark: A Guide to Second Hand Alignment in Quartz Watches
If you've purchased a watch and discover that the second hand is not perfectly aligned with the dial markers, please don't freak out.
Join our mailing list for early access to product releases, news and special offers. We will respect your inbox.
Full Vaer Press List
A Summary of Our New Watch Lineup - From $129 to $899
Automatic or Quartz, Which Is The Right Choice For Me?
The Vaer Automatic: Latest Updates
© 2021 Vaer Watches. Made in Los Angeles, California

redpajama_set_name: RedPajamaCommonCrawl


text:
1 ENHANCED KINDERGARTEN AMENDMENTS
4 Chief Sponsor: V. Lowry Snow
5 Senate Sponsor: Lyle W. Hillyard
9 This bill addresses requirements and funding for optional enhanced kindergarten.
12 ▸ amends provisions regarding funding for enhanced kindergarten early intervention
13 programs to require assessment outcomes for an LEA to receive continued funding
14 distributions;
15 ▸ provides for the reporting of school readiness assessment data in circumstances
16 outside the High Quality School Readiness Grant Program;
17 ▸ moves a requirement for kindergarten entry and exit assessments between programs;
18 ▸ repeals an expiring kindergarten program; and
19 ▸ makes technical and conforming changes.
21 This bill appropriates in fiscal year 2021:
22 ▸ to the State Board of Education - Minimum School Program - Related to Basic
23 School Programs, as an ongoing appropriation:
24 • from the Education Fund, $9,955,000; and
25 ▸ to the State Board of Education - MSP Categorical Program Administration, as an
26 ongoing appropriation:
27 • from the Education Fund, $45,000.
31 AMENDS:
32 35A-15-102, as last amended by Laws of Utah 2019, Chapters 136, 186 and
33 renumbered and amended by Laws of Utah 2019, Chapter 342 and last amended by
34 Coordination Clause, Laws of Utah 2019, Chapter 342
35 53E-4-314, as last amended by Laws of Utah 2019, Chapters 186 and 342
36 53F-2-507, as last amended by Laws of Utah 2019, Chapter 186
37 53F-4-406, as last amended by Laws of Utah 2019, Chapters 186 and 342
38 REPEALS:
42 Section 1. Section 35A-15-102 is amended to read:
43 35A-15-102. Definitions.
44 As used in this chapter:
45 (1) "Board" means the School Readiness Board, created in Section 35A-15-201.
46 (2) "Economically disadvantaged" means to be eligible to receive free or reduced price
47 lunch.
48 (3) "Eligible home-based educational technology provider" means a provider that
49 offers a home-based educational technology program to develop the school readiness skills of
50 an eligible student.
51 (4) (a) "Eligible LEA" means an LEA that has a data system capacity to collect
52 longitudinal academic outcome data, including special education use by student, by identifying
53 each student with a statewide unique student identifier.
54 (b) "Eligible LEA" includes a program exempt from licensure under Subsection
55 26-39-403(2)(c).
56 (5) (a) "Eligible private provider" means a child care program that:
57 (i) is licensed under Title 26, Chapter 39, Utah Child Care Licensing Act; or
58 (ii) except as provided in Subsection (5)(b)(ii), is exempt from licensure under Section
59 26-39-403.
60 (b) "Eligible private provider" does not include:
61 (i) residential child care, as defined in Section 26-39-102; or
62 (ii) a program exempt from licensure under Subsection 26-39-403(2)(c).
63 (6) "Eligible student" means a student:
64 (a) (i) who is age three, four, or five; and
65 (ii) is not eligible for enrollment under Subsection 53G-4-402(6); and
66 (b) (i) (A) who is economically disadvantaged; and
67 (B) whose parent or legal guardian reports that the student has experienced at least one
68 risk factor; or
69 (ii) is an English learner.
70 (7) "Evaluation" means an evaluation conducted in accordance with Section
71 35A-15-303.
72 (8) "High quality school readiness program" means a preschool program that:
73 (a) is provided by an eligible LEA, eligible private provider, or eligible home-based
74 educational technology provider; and
75 (b) meets the elements of a high quality school readiness program described in Section
77 (9) "Investor" means a person that enters into a results-based contract to provide
78 funding to a high quality school readiness program on the condition that the person will receive
79 payment in accordance with Section 35A-15-402 if the high quality school readiness program
80 meets the performance outcome measures included in the results-based contract.
81 (10) "Kindergarten assessment" means the kindergarten entry assessment described in
82 Section [53F-4-205] 53F-2-507.
83 (11) "Kindergarten transition plan" means a plan that supports the smooth transition of
84 a preschool student to kindergarten and includes communication and alignment among the
85 preschool, program, parents, and K-12 personnel.
86 (12) "Local Education Agency" or "LEA" means a school district or charter school.
87 (13) "Performance outcome measure" means:
88 (a) indicators, as determined by the board, on the school readiness assessment and the
89 kindergarten assessment; or
90 (b) for a results-based contract, the indicators included in the contract.
91 (14) "Results-based contract" means a contract that:
92 (a) is entered into in accordance with Section 35A-15-402;
93 (b) includes a performance outcome measure; and
94 (c) is between the board, a provider of a high quality school readiness program, and an
95 investor.
96 (15) "Risk factor" means:
97 (a) having a mother who was 18 years old or younger when the child was born;
98 (b) a member of a child's household is incarcerated;
99 (c) living in a neighborhood with high violence or crime;
100 (d) having one or both parents with a low reading ability;
101 (e) moving at least once in the past year;
102 (f) having ever been in foster care;
103 (g) living with multiple families in the same household;
104 (h) having exposure in a child's home to:
105 (i) physical abuse or domestic violence;
106 (ii) substance abuse;
107 (iii) the death or chronic illness of a parent or sibling; or
108 (iv) mental illness;
109 (i) the primary language spoken in a child's home is a language other than English; or
110 (j) having at least one parent who has not completed high school.
111 (16) "School readiness assessment" means the same as that term is defined in Section
112 53E-4-314.
113 (17) "Tool" means the tool developed in accordance with Section 35A-15-303.
114 Section 2. Section 53E-4-314 is amended to read:
115 53E-4-314. School readiness assessment.
116 (1) As used in this section:
117 (a) "School readiness assessment" means a preschool entry and exit profile that
118 measures literacy, numeracy, and lifelong learning practices developed in a student.
119 (b) "School readiness program" means a preschool program:
120 (i) in which a student participates in the year before the student is expected to enroll in
121 kindergarten; and
122 (ii) that receives funding under Title 35A, Chapter 15, Preschool Programs.
123 (2) The state board shall develop a school readiness assessment that aligns with the
124 kindergarten entry and exit assessment described in Section [53F-4-205] 53F-2-507.
125 (3) A school readiness program shall:
126 (a) except as provided in Subsection (4), administer to each student who participates in
127 the school readiness program the school readiness assessment at the beginning and end of the
128 student's participation in the school readiness program; and
129 (b) report the results of the assessments described in Subsection (3)(a) or (4) to the
130 School Readiness Board created in Section 35A-15-201.
131 (4) In place of the assessments described in Subsection (3)(a), a school readiness
132 program that is offered through home-based technology may administer to each student who
133 participates in the school readiness program:
134 (a) a validated computer adaptive pre-assessment at the beginning of the student's
135 participation in the school readiness program; and
136 (b) a validated computer adaptive post-assessment at the end of the student's
137 participation in the school readiness program.
138 (5) (a) The following may submit school readiness assessment data to the School
139 Readiness Board created in Section 35A-15-201:
140 (i) a private child care provider; or
141 (ii) an LEA on behalf of a school that is not participating in the High Quality School
142 Readiness Grant Program described in Section 35A-15-301.
143 (b) If a private child care provider or LEA submits school readiness assessment data to
144 the School Readiness Board under Subsection (5)(a), the state board shall include the school
145 readiness assessment data in the report described in Subsection 35A-15-303(5).
146 Section 3. Section 53F-2-507 is amended to read:
147 53F-2-507. Enhanced kindergarten early intervention program.
148 (1) The state board shall, as described in Subsection (4), distribute funds appropriated
149 under this section for an enhanced kindergarten program described in Subsection (2), to school
150 districts and charter schools that apply for the funds.
151 (2) An LEA governing board shall use funds appropriated in this section for a school
152 district or charter school to offer an early intervention program, delivered through an enhanced
153 kindergarten program that:
154 (a) is an academic program focused on building age-appropriate literacy and numeracy
155 skills;
156 (b) uses an evidence-based early intervention model;
157 (c) is targeted to at-risk students; and
158 (d) is delivered through additional hours or other means.
159 (3) An LEA governing board may not require a student to participate in an enhanced
160 kindergarten program described in Subsection (2).
161 (4) [The] Subject to Subsection (6), the state board shall distribute funds appropriated
162 under this section for an enhanced kindergarten program described in Subsection (2) as
163 follows:
164 (a) (i) the total allocation for charter schools shall be calculated by:
165 (A) dividing the number of charter school students by the total number of students in
166 the public education system in the prior school year; and
167 (B) multiplying the resulting percentage by the total amount of available funds; and
168 (ii) the amount calculated under Subsection (4)(a) shall be distributed to charter
169 schools with the greatest need for an enhanced kindergarten program, as determined by the
170 state board in consultation with the State Charter School Board;
171 (b) each school district shall receive the amount calculated by:
172 (i) multiplying the value of the weighted pupil unit by 0.45; and
173 (ii) multiplying the result by 20; and
174 (c) the remaining funds, after the allocations described in Subsections (4)(a) and (4)(b)
175 are made, shall be distributed to applicant school districts by:
176 (i) determining the number of students eligible to receive free lunch in the prior school
177 year for each school district; and
178 (ii) prorating the remaining funds based on the number of students eligible to receive
179 free lunch in each school district.
180 (5) (a) The state board shall:
181 (i) develop and collect data from kindergarten entry and exit assessments; and
182 (ii) make rules regarding the administration of and reporting regarding the assessments.
183 (b) An LEA shall administer the entry and exit assessments described in Subsection
184 (5)(a) to each kindergarten student.
185 (6) For an LEA that receives funds under Subsection (4):
186 (a) the LEA shall report to the state board the results of the entry and exit assessments
187 described in Subsection (5)(a) in relation to each kindergarten student in the LEA; and
188 (b) the LEA is not eligible for subsequent distributions under Subsection (4) unless the
189 results of the entry and exit assessments demonstrate successful outcomes of the LEA's
190 enhanced kindergarten program, as determined by the board.
192 53F-4-406. Audit and evaluation.
193 (1) The state auditor shall every three years:
194 (a) conduct an audit of the contractor's use of funds for UPSTART; or
195 (b) contract with an independent certified public accountant to conduct an audit.
196 (2) The state board shall:
197 (a) require by contract that the contractor will open its books and records relating to its
198 expenditure of funds pursuant to the contract to the state auditor or the state auditor's designee;
199 (b) reimburse the state auditor for the actual and necessary costs of the audit; and
200 (c) contract with an independent, qualified evaluator, selected through a request for
201 proposals process, to evaluate the home-based educational technology program for preschool
202 children.
203 (3) The evaluator described in Subsection (2)(c) shall use, among other indicators,
204 assessment scores from an assessment described in Section [53F-4-205] 53F-2-507 to evaluate
205 whether the contractor has effectively prepared preschool children for academic success as
206 described in Section 53F-4-402.
207 (4) Of the money appropriated by the Legislature for UPSTART, excluding funds used
208 to provide computers, peripheral equipment, and Internet service to families, no more than
209 7.5% of the appropriation not to exceed $600,000 may be used for the evaluation and
210 administration of the program.
211 Section 5. Repealer.
212 This bill repeals:
213 Section 53F-4-205, Kindergarten supplemental enrichment program.
214 Section 6. Appropriation.
215 The following sums of money are appropriated for the fiscal year beginning July 1,
216 2020, and ending June 30, 2021. These are additions to amounts previously appropriated for
217 fiscal year 2021. Under the terms and conditions of Title 63J, Chapter 1, Budgetary Procedures
218 Act, the Legislature appropriates the following sums of money from the funds or accounts
219 indicated for the use and support of the government of the state of Utah.
220 ITEM 1
221 To State Board of Education - Minimum School Program - Related to Basic School
223 From Education Fund
224 Schedule of Programs:
225 Early Intervention $9,955,000
227 To State Board of Education - MSP Categorical Program Administration
230 High Quality School Readiness Grant Program $45,000


Make your very own delightful deer with this clean, safe and non-toxic modelling kit.
Use the crafting tool to apply the different coloured modelling foams all over the figurine. It's fun, easy and great for enhancing dexterity and hand-eye coordination.
No glue is required - the modelling foam simply spreads over the surface. After finishing the model, keep the deer at room temperature and avoid direct sunlight.
Recommended for ages 5 plus. Not suitable for children under 36 months.


Would not recommend. They damaged my car and did not take responsibility for it. If you ever do use this company, make sure you get a copy of the car condition report when you hand the car over.
DO NOT USE!!! Shocking service.Used meet and greet - car returned to us late and filthy inside and outside! Complained and sent photos - two months later they still have not replied. Will be taking complaint to Ombudsman.
We've used First choice before, in the warmer weather, with no problems. We will NEVER use them again at any time of year. We came back from a lovely Christmas break only to find, first choice had no car for us. They kept us waiting at the airport, only to phone and tell us, that our car was stuck in a compound with another broken down car in front of it. It was stuck all right, in MUD. We were then told the compound was locked up and that they would deliver our car the next day. They paid for a taxi to get us home and we awaited the car the next day. After many phone calls, by 4 O'clock that afternoon, I realised my car, wasn't being returned as promised. I called various numbers and told them to have my car at their office as I would be picking it up. having done the 50 mile trip again, my car was indeed at the office and Yusaf (manager) was full of apologies and excuses. Promising to pay for the taxi I had needed for work and refunding the cost of the parking. Once home, we looked at our washed car and found that the boot was drenched inside and light bulbs had blown. Apparently (Yusaf told us) our car had been boot high in water and mud. After many Emails, No refund has been given, as Yusaf has not replied to any of them. I will ALWAYS use Gatwick parking from now on.
DO NOT USE AT ANY COST!! Our car was returned with £3,000 WORTH OF DAMAGE - deep scratches on every single panel and the company are ignoring emails and phone calls from me - I do not believe for one moment our vehicle was kept in a secure compound nor that this company have insurance in place. I strongly suspect these are rogue traders - USE AT YOUR PERIL!
Do not use this car parking service when my car came back to me it was covered in mud, my tow hook was missing which meant it must have been stuck in the mud and had to tow it out!! I have been contacting them about this and still no answers!! You would not think spending £90 on parking you would receive this sort of service !!
Terrible, ruined my car. Car was returned with towing eye in the glove box (was originally in the boot) no explanation, also towing eye cover was missing from the front bumper. Mud all over the vehicle both inside and out. I trusted these people with my car and have no idea what they done with it. It cost me £40 to get it cleaned after I got it back.
Used for the first time. No problems either way. Courteous and friendly.
We were charged for being too early, then the driver went to the wrong terminal we were then charged again for having a delay and waited nearly an hour for the return of the car, don't think they know the definition of meet and greet.
Generally a very good and easy experience.
I am currently pursuing a complaint with Park and Go. My car had minor damage and from the state of the inside had either been used or left somewhere open and insecure whilst we were away. I'd be very reluctant to use a meet and greet service again.
On collecting the car at Gatwick Orange car park south Terminal on 8th September I noticed there was mud hanging from the rear wheel arches. It looked as if the car had been parked in a muddy field. On closer examination of the body there were fine streaks of mud all over the car. I intend to complain to Park and Go as I will have to pay to wash the car. Not at all a happy customer as I'm not confident about leaving my car with them again.
As instructed, I called the office 20 minutes before arriving at Gatwick Airport. The attendant was at the car park on my arrival. He was polite and very helpful. On my return to Gatwick I also called and was advised that it will be a 20-30 minutes wait. It was 25 minutes before the attendant arrived with the car and he too was very polite. This is the second time I have used this company and have recommended them to friends and family.
Whe I arrive at Gatwick to go on holiday nothing to talk about. Good service, a driver wait for you at the meeting point, check car and go. To have my car back that was another story. There procedure is to phone as soon your landing especially if you have only hand luggage, which was the case, so phone them, told me the meeting point. Unfortunate for me, the queue for the custom was enormous, didn't had a good connection to phone them, and then when I phone them the guy who answer starting to yell at me cos I was late, then had to wait 45 min before he's turn up with my keys, and I not talking all the phone call I had to him to ask him when he will be there. This guy have no clue about customer service. Don't use them.
The meet and greet was not organised very well, we were told to go to car park 5 level 2, but there are no bays or signs so you have to park up and hunt for the person collecting the car, then the same when picking the car up, you have to hunt around for your car and the operator doesn't give you time to check over the car. Not happy at all and wouldn't use this company again.
Waited too much (20 min) to drop our car at Gatwick when leaving. Coming back we waited also 15 min, not great but acceptable. I was disappointed by the fact that the floor of the driver seat was all muddy. They could have paid more attention and not leave the car in such bad condition.
Will definitely not use again. Disorganised and surly 'Park and Go' contact by telephone. Unclear and incorrect detail in instructions in all aspects; lack of flexibility re flight times meant unexpected hour wait on arrival at Gatwick. Car dirty on re-delivery. Very expensive relative to previous bookings with other (excellent( providers at Gatwick. Actual drivers pleasant.
Used this service 3 or 4 years ago and it was ok - we even recommended it. Recently however it has declined badly. Most recent trip was very poor. On departure, the drop off point was different to that stated on the e-mail we received. We only found this out after waiting for half an hour and calling the office. The return was worse. On collecting our baggage we rang and were told 40 - 50 minutes wait as it was busy. NB:We were the only flight in baggage reclaim. On arriving at pick up point (Level 5) there were 3 or 4 families waiting. All were flustered and stressed. All had been waiting for 1 hr 45mins plus. After 1 hour I called several times again. The phone was not answered . Meanwhile customers cars did arrive, however they all had their towing eyes screwed in at the front. Lots of remonstrating about "where have the cars been stored?, why do they need towing?. No clear answers given. The shuttle drivers seem largely in the dark and generally have a poor command of English so can/do not explain. After 1.5 hours a driver rang us saying he was on his way. Arrived after 1 hour 45mins. Our quick return through the airport up until car pick up was now a long stressfull end to a holiday and meant we got home very late, missing a function we hoped to return in time for.Our instruction manual was on the floor of the car, and the compartment in the back where the towing eye is kept was all open - so our car had clearly been towed too. They had not even bothered to pack all the bits away again. We booked through Park and Go. Our confirmation was on Park and Go headed email, but referred to a booking with 1st Choice Parking. The guy who returned our Car was from Gatwick Sky Parking. Its obviously all some large sprawling set up with a number of identities. The whole experience felt decidedly dodgy, and not the efficient service with quick pick ups and cars stored in secured locked premises that is promoted. We will stick to the airport car parks and shuttle bus in the future.
Mostly great - wasn't warned about extra £10 if flight is delayed after midnight. Better than having to get a bus to airport parking that's for sure.
Good service tho prefer to b met outside terminal not have to find the car park, park then pay an extra £3.50 to leave car park at end of holiday. Still had to walk with kids and luggage in the rain to designated car park.
Excellent service. I was a bit worried about the timings to drop off and collect but it was smooth and hassle-free. Our flight was an hour late getting in, but there was no delay getting the car. Will definitely use again.
Organised for two cars to be picked up (one for me and my family and one from my father in law). Had a short wait about (15 minutes) for the cars to be picked up but service was excellent from the two drivers we met, very quick and efficient. When we returned to pick the cars up after our holiday the drivers were there promptly and, again showed fantastic service (even helping us to put our cases in the boot!). Overall an excellent service and well worth the extra few pounds saving you time and effort getting from and to the long stay car parks, especially if you have small children and lots of cases.
The service was simply dreadful. I had to sit for 10 minutes when delivering my car until someone arrived. On the return it took 45 minutes to be delivered. I called for a progress report and was told that the driver was held up in road works. This was obviously a blatant lie as the time record on the car showed it had only taken 16 minutes to drive from parking area to the meeting place..
We were not made aware that we would have to pay additionally for meeting the company inside the a car park, for which we had to pay the parking fees on both arrival and return. Other companies have met us by the curb. Also I said in my email that the plane landed for our return at 11:30pm. Needless to say, it was not possible for us to get off the plane, through customs and to the car park before midnight. the company insisted on charging us a further £10 because of our arrival time, after midnight. This should have been factored in their quote. We had no choice but to Pay this as they had our car and wouldn't release it until we agreed to the surcharge. We would never use this company again.
I have used first choice before and they have always been fine. However this time ate plane was delayed by an hour and they made me pay £10 extra. Infant impressed with that at all and wont be a repeat customer.


text:
Southgate's 'Exciting' Midfield Has Improved Since Croatia Heartache
Dom Smith June 11, 2021 June 12, 2021 Feature Articles, Interviews
It was a curious formation. England's 3-5-2 at the World Cup in Russia had perhaps done all it could. The turning point came around 35 minutes into their semi-final against Croatia. Gradually, a match which for half an hour had been run by the cohesive counterattacking Three Lions started to escape their grasp. The Balkan nation had managed to ride out the storm only one down. Now their quality and their experience would begin to tell. England's three-man midfield, with no discernible holding midfielder, began to lose control.
Wind the clock forward three years, Gareth Southgate prepares his side for their next major tournament after the one that got away. His first task to negotiate: an opener against the battle-hardened Croats. Talking to EnglandFootball.org about that Croatia defeat, the England manager said: "We were [at the] very early stages of developing the team. I think we created a way of playing — just ahead of that tournament — that got the best out of the strengths of the group that we had."
There seems to be a consensus that it is broadly true that England maximised their efficiency in the tournament. The first match (barring the group-stage dead rubber against Belgium) in which England lost the battle for possession, they crashed out of the tournament to the older and wiser Croatians. Is England's midfield in a better place than it was then? Those banking on an England trophy this summer will need it to be.
"We knew that Croatia at that time — [Luka] Modrić, [Ivan] Rakitić, [Milan] Badelj, [Marcelo] Brozović — their midfield [was] very strong. Obviously, [Mateo] Kovačić [is] at Chelsea now. I would say it's the strongest part of their team. [In] our midfield, definitely more players have emerged. Kalvin [Phillips] has come into the side, Declan Rice has come into the group, the younger players, the slightly more attacking players, Jude [Bellingham is] just starting to emerge.
"The future for our team when you look at the age of all of those players is really exciting. It means that we can play in different ways. We've got the balance of the squad to play different systems. Our job again, as always, is to prepare the team for each opposition, find the best way of playing for each opponent, and we feel better equipped to cope with different sorts of tactical challenges as well."
The busy midfield operator and set-piece-taker James Ward-Prowse can count himself unlucky not to be heading into this tournament with England. But they go into the competition with a small but talented group of midfielders. Compared to the players in that position who travelled out to Repino three years ago, it's all change. Jordan Henderson is in the squad again, but he has since won the UEFA Champions League and the Premier League, as well as the FWA Player of the Year for 2020. His inclusion this summer understandably divides opinion due to his lack of game-time since February nursing a groin injury. His qualities both footballing and not, are doubtless though. His inclusion is the only constant.
Jude Bellingham is in line for more game-time than the Liverpool captain this summer. The 17-year-old has shone with Borussia Dortmund this season and plays like a man twice his age with tough tackling, clever bursts forward, and a simple passing style that can only help a team desperate to hold onto the ball better than previous iterations have done.
The fantastic Declan Rice of West Ham United is arguably England's best midfielder, and could have made a lot of difference in Russia had he emerged slightly earlier. The same is true for his best friend since the two of them were eight-year-olds — Chelsea's Mason Mount. England's only out-and-out No10 in the squad, the 22-year-old told EnglandFootball.org in March that he doesn't consider himself "undroppable." However, Southgate must see him as the nearest thing; he is a favourite of the manager's.
Finally, Leeds United ace Kalvin Phillips was brought into the England team for the September 2020 international break, before he had even kicked a ball in the Premier League. He told EnglandFootball.org that his immediate priority was not to make the European Championships squad that he now forms part of. "I think it was just to take every training session, every day, as it comes," he said of his main priority. "I try and do my best every day. I think, when it came to the games as well, I just try and show what I can do, what difference I can make in certain areas, and I believe that I did that throughout the games [for England in the autumn]. Obviously, I'm very grateful for the opportunity to be involved in a major tournament like this and I'll keep trying my best throughout the tournament."
Those are the five men tasked with controlling the tempo of matches of the highest level over the next month. A huge responsibility for a quintet with an average age of just 23.
At Wembley early afternoon on Sunday, in scorching heat at nearly 30 degrees, England's long and troubled history against Croatia will grow another chapter. As they brush shoulders with one of the world's strongest midfields, a chance presents itself to assess how much England's own midfield has improved. Will it be up to the task?
Previous Has the New Wembley Become England's Fortress Yet?
Next So, Can England End Their Curse in Euros Openers?


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text:
Justia Forms Business Contracts Cree Inc Credit Agreement Consent, dated as of March 14, 2019, by and
Credit Agreement Consent, dated as of March 14, 2019, by and between Cree, Inc., Wells Fargo Bank, National Association, as administrative agent and lender, E-conolight LLC, a domestic subsidiary of the Company, as guarantor, and the other lenders party to the Credit Agreement
Contract Categories: Business Finance - Credit Agreements
EX-10.1 3 ex1013qfy2019.htm EXHIBIT 10.1 Exhibit
THIS CONSENT (this "Consent"), dated as of March 14, 2019, is by and among CREE, INC., a North Carolina corporation (the "Borrower"), the Material Domestic Subsidiaries of the Borrower party hereto (the "Guarantors"), the Lenders (as defined below) party hereto and WELLS FARGO BANK, NATIONAL ASSOCIATION, as administrative agent on behalf of the Lenders under the Credit Agreement (as hereinafter defined) (in such capacity, the "Administrative Agent"). Capitalized terms used herein and not otherwise defined herein shall have the meanings ascribed thereto in the Credit Agreement.
W I T N E S S E T H
WHEREAS, the Borrower, the Guarantors, certain banks and financial institutions from time to time party thereto (the "Lenders") and the Administrative Agent are parties to that certain Credit Agreement dated as of January 9, 2015 (as amended by the First Amendment to Credit Agreement, dated September 10, 2015, the Consent, dated July 13, 2016, the Second Amendment to Credit Agreement, dated November 13, 2017, the Third Amendment to Credit Agreement, dated August 21, 2018, and as may be further amended, modified, extended, restated, replaced, or supplemented from time to time, the "Credit Agreement");
WHEREAS, the Borrower has informed the Administrative Agent that it intends to sell and transfer (i) assets consisting of its lighting business, including certain related equipment and real property, buildings or structures on such real property, and (ii) all of the Capital Stock of E-Conolight LLC, a Delaware limited liability company, and the aggregate value of the foregoing sales and transfers exceeds 5% of Consolidated Total Assets (collectively, the "Lighting Business Disposition");
WHEREAS, in connection with the Lighting Business Disposition, the Borrower has requested that the Administrative Agent release (i) E-Conolight LLC as a Guarantor under the Credit Agreement and the other Credit Documents and (ii) the Lien of the Administrative Agent in certain other assets of the Credit Parties in connection with the Lighting Business Disposition (the "Lighting Disposition Release");
WHEREAS, the Lighting Business Disposition and the Lighting Business Release are not permitted by the Credit Agreement;
WHEREAS, the Credit Parties have requested that the Lenders consent to the Lighting Business Disposition and the Lighting Business Release; and
WHEREAS, the Lenders are willing, in accordance with and subject to the terms and conditions set forth herein, to consent to the Lighting Business Disposition and the Lighting Business Release.
NOW, THEREFORE, in consideration of the agreements hereinafter set forth, and for other good and valuable consideration, the receipt and adequacy of which are hereby acknowledged, the parties hereto agree as follows:
1.1 Consents.
(a) Notwithstanding the provisions of Sections 8.5 and 8.9 of the Credit Agreement to the contrary, the Required Lenders hereby consent to the Lighting Business Disposition; provided, that (i) the Lighting Business Disposition shall be completed on or before June 30, 2019, (ii) the Borrower and the other Credit Parties are in compliance with all other terms and conditions (other than Sections 8.5(b) and 8.9) of the Credit Agreement both before and after giving effect to the Lighting Business Disposition, (iii) prior to giving effect to the Lighting Business Disposition, the Administrative Agent shall have received evidence that both before and after giving effect to the Lighting Business Disposition, the Credit Parties are in compliance with each of the financial covenants set forth in Section 7.10 of the Credit Agreement on a pro forma basis and (iv) both before and after giving effect to the Lighting Business Disposition, no Default or Event of Default has occurred or is continuing or would result therefrom. For the avoidance of doubt, the Lighting Business Disposition (i) will be considered an "Asset Disposition" for all purposes of the Credit Agreement (including, without limitation, the definition of "Pro Forma Basis") and (ii) shall not count against the availability of the Asset Disposition basket set forth in Section 8.5(b) of the Credit Agreement.
(b) Notwithstanding the provisions of the Credit Agreement to the contrary, the Lenders hereby consent to the Lighting Business Release simultaneously with the consummation of the Lighting Business Disposition, subject to the provisions of clause (a) above.
1.2 Effectiveness of Consents. These Consents shall be effective only to the extent specifically set forth herein and shall not (a) be construed as a waiver of, or consent to, any breach, Default or Event of Default other than as specifically waived, or consented to, herein nor as a waiver of, or consent to, any breach, Default or Event of Default of which the Lenders have not been informed by the Credit Parties or any of them, (b) affect the right of the Lenders to demand compliance by the Credit Parties with all terms and conditions of the Credit Documents, except as specifically modified or waived by these Consents, (c) be deemed a waiver of, or consent to, any transaction or future action on the part of the Credit Parties requiring the Lenders' or the Required Lenders' consent or approval under the Credit Documents, or (d) except as waived, or consented to, hereby, be deemed or construed to be a waiver or release of, or a limitation upon, the Agent's or the Lenders' exercise of any rights or remedies under the Credit Agreement or any other Credit Document, whether arising as a consequence of any Default or Event of Default which may now exist or otherwise, all such rights and remedies hereby being expressly reserved
CONDITIONS TO EFFECTIVENESS
2.1 Closing Conditions. This Consent shall become effective as of the day and year set forth above (the "Effective Date") upon satisfaction of the following conditions (in each case, in form and substance reasonably acceptable to the Administrative Agent):
(a) Executed Consent. The Administrative Agent shall have received a copy of this Consent duly executed by each of the Credit Parties, the Lenders and the Administrative Agent.
(b) Fees and Expenses.
(i) The Administrative Agent shall have received from the Borrower, for the account of each Lender that executes and delivers a signature page to the Administrative Agent at or before 5 p.m. (New York City time) on March 1, 2019 (each such Lender, a "Consenting Lender", and collectively, the "Consenting Lenders"), a consent fee in an amount equal to 2 basis points of the aggregate Commitments of all such Consenting Lenders by 5 p.m. (New York City time) on such date. Such fee shall be deemed fully earned by the Consenting Lenders upon the execution and delivery of this Consent by the Borrower and the Lenders.
(ii) The Administrative Agent shall have received from the Borrower such fees and expenses that are payable in connection with this Consent and King & Spalding LLP shall have received from the Borrower payment of all outstanding fees and expenses previously incurred and all fees and expenses incurred in connection with this Consent.
3.1 Amended Terms. On and after the Effective Date, all references to the Credit Agreement in each of the Credit Documents shall hereafter mean the Credit Agreement as amended by this Consent. Except as specifically amended hereby or otherwise agreed, the Credit Agreement is hereby ratified and confirmed and shall remain in full force and effect according to its terms.
3.2 Representations and Warranties of Credit Parties. Each of the Credit Parties represents and warrants as follows:
(a) It has taken all necessary corporate and other organizational action to authorize the execution, delivery and performance of this Consent.
(b) This Consent has been duly executed and delivered by such Person and constitutes such Person's legal, valid and binding obligation, enforceable in accordance with its terms, except as such enforceability may be subject to (i) bankruptcy, insolvency, reorganization, fraudulent conveyance or transfer, moratorium or similar laws affecting creditors' rights generally and (ii) general principles of equity (regardless of whether such enforceability is considered in a proceeding at law or in equity).
(c) No consent, approval, authorization, or order of, or filing, registration or qualification with, any court or governmental authority or third party is required in connection with the execution, delivery or performance by such Person of this Consent.
(d) The representations and warranties set forth in Section 6 of the Credit Agreement and in the other Credit Documents are true and correct in all material respects, except to the extent any such representation and warranty is qualified by materiality or reference to Material Adverse Effect, in which case, such representation and warranty shall be true and correct in all respects, on and as of the date hereof (except for any such representation and warranty that by its terms is made only as of an earlier date, which representation and warranty shall remain true and correct as of such earlier date).
(e) After giving effect to this Consent, no event has occurred and is continuing which constitutes a Default or an Event of Default.
3.3 Reaffirmation of Obligations. Each Credit Party hereby ratifies the Credit Agreement as amended by this Consent and acknowledges and reaffirms (a) that it is bound by all terms of the Credit Agreement as so amended applicable to it and (b) that it is responsible for the observance and full performance of its respective Obligations.
3.4 Credit Document. This Consent shall constitute a Credit Document under the terms of the Credit Agreement.
3.5 Further Assurances. The Credit Parties agree to promptly take such action, upon the request of the Administrative Agent, as is necessary to carry out the intent of this Consent.
3.6 Entirety. This Consent and the other Credit Documents embody the entire agreement among the parties hereto relating to the subject matter hereof and thereof and supersede all previous documents, agreements and understandings, oral or written, relating to the subject matter hereof and thereof.
3.7 Counterparts; Telecopy. This Consent may be executed in counterparts (and by different parties hereto in different counterparts), each of which when so executed and delivered will constitute an original, but all of which when taken together will constitute a single contract. Delivery of an executed counterpart to this Consent by telecopy or other electronic means shall be effective as an original and shall constitute a representation that an original will be delivered.
3.8 No Actions, Claims, Etc. As of the date hereof, each of the Credit Parties hereby acknowledges and confirms that it has no knowledge of any actions, causes of action, claims, demands, damages and liabilities of whatever kind or nature, in law or in equity, against the Administrative Agent, the Lenders, or the Administrative Agent's or the Lenders' respective officers, employees, representatives, agents, counsel or directors arising from any action by such Persons, or failure of such Persons to act under the Credit Agreement on or prior to the date hereof.
3.9 GOVERNING LAW. THIS AMENDMENT WILL BE GOVERNED BY, AND CONSTRUED IN ACCORDANCE WITH, THE LAWS OF THE STATE OF NEW YORK, WITHOUT REGARD TO PRINCIPLES OF CONFLICTS OF LAW OTHER THAN NEW YORK GENERAL OBLIGATIONS LAW 5-1401 AND 5-1402.
3.10 Successors and Assigns. This Consent shall be binding upon and inure to the benefit of the parties hereto and their respective successors and assigns.
3.11 Consent to Jurisdiction; Service of Process; Waiver of Jury Trial. The jurisdiction, service of process and waiver of jury trial provisions set forth in Section 11.10 of the Credit Agreement are hereby incorporated by reference, mutatis mutandis.
IN WITNESS WHEREOF the parties hereto have caused this Consent to be duly executed on the date first above written.
BORROWER: CREE, INC.,
a North Carolina corporation
By: /s/ Karl Steffen
Name: Karl Steffen
Title: VP & Treasurer
GUARANTORS: E-CONOLIGHT LLC,
By: /s/ Bradley D. Kohn
Name: Bradley D. Kohn
Title: Secretary of Cree, Inc., Sole Member
ADMINISTRATIVE AGENT:
WELLS FARGO BANK, NATIONAL ASSOCIATION, in its capacity as Administrative Agent, Issuing Lender, Swingline Lender and as a Lender
By: /s/ Michael Pugsley
Name: Michael Pugsley
LENDERS BANK OF AMERICA N.A.,
in its capacity as a Lender
By: /s/ Thomas M. Paulk
Name: Thomas M. Paulk
LENDERS BMO Harris Bank, N.A.,
By: /s/ Jeff LaRue
Name: Jeff LaRue
LENDERS Citibank N.A.,
By: /s/ Blake Grenich
Name: Blake Grenich
LENDERS First Tennessee Bank NA,
By: /s/ Keith A. Sherman
Name: Keith A. Sherman
LENDERS J.P. Morgan Chase Bank, N.A.,
By: /s/ Caitlin Stewart
Name: Caitlin Stewart
LENDERS PNC BANK NATIONAL ASSOCIATION,
By: /s/ Atlee Martz
Name: Atlee Martz
LENDERS U.S. Bank National Association,
By: /s/ Lukas Coleman
Name: Lukas Coleman
LENDERS SunTrust Bank
By: /s/ Mary K. Lundin
Name: Mary K. Lundin


text:
(place) by etoile Wed Sep 05 2001 at 22:08:07
Large sports facility in lower Manhattan.
Officially called the Chelsea Piers Sports and Entertainment Complex, the center takes up Piers 59 through 62 along the Hudson River. Included are The Golf Club, The Sports Center, Sky Rink, The Roller Rinks, The Field House, Surfside 3 Maritime Center, and the AMF Chelsea Piers Lanes. Construction began in July 1994, and it opened in stages beginning in August 1995. The project was privately financed at a cost of $100 million.
Sports and fitness activities offered at Chelsea Piers include baseball, basketball, bowling, boxing, dance, extreme in-line skating, fitness classes, golf, gymnastics, ice and roller hockey, kayaking, lacrosse, rock climbing, sailing, extreme skateboarding and BMX biking, ice and in-line skating, running, soccer, swimming, and volleyball.
Group and private classes, lessons, and courses are available for most sports, and equipment is usually available for individual use. Facilities can also be rented for birthday parties and corporate team-building exercises. All ages are welcome, and camps are available for children and teenagers. There are restaurants and snack bars throughout Chelsea Piers, and pro shops for bowling and skateboarding. Some parking is available on-site and bus and subway lines provide access, but all piers are also accessible to pedestrians.
Official website: http://www.chelseapiers.com/
West Side Highway Chelsea New York Minute
kathoey
And so, we made sweet love with the weather
E2SENCE: The Magazine of E2
Deals well with ambiguity: a savagely long writeup about why boys are not like girls and other things


text:
Home/Investing/Best answer: Is law school worth the investment?
Best answer: Is law school worth the investment?
1 Is studying law boring?
2 Is law a good career for the future?
3 What is the average age for law school?
4 Do all lawyers make six figures?
5 Are lawyers paid too much?
6 Is a top 50 law school worth it?
7 How long pay off law school debt?
8 What kind of lawyer gets paid the most?
9 Is first year of law school hard?
10 What are good reasons for law school?
11 What are good reasons to be a lawyer?
12 Do lawyers get paid if they lose?
13 Do lawyers make more money than doctors?
Starting salaries may dissuade you from investing in law school. Nevertheless, research shows that "law degree holders' earnings grow rapidly and peak late in life," suggesting better financial outcomes than forgoing a JD degree.
Moreover, is a law degree a good investment? According to a Gallup poll of over 4,000 adults who obtained a law degree between 2000 and 2015, only 23% said obtaining a law degree was worth the cost. 1 With the average law school debt coming in around $145,500, according to the most recent data from the National Center for Education Statistics.
Subsequently, is being a law student worth it? A law degree is a great qualification to obtain employment – law graduates have the 6th highest employment rate – and bear in mind up to 60% of all law graduates chose to use their law degree to gain jobs other than in the legal profession. … Use careers services in school, university and at legal training providers.
Frequent question, is law school a lot of money? Among the 191 ranked law schools that reported tuition and fees data to U.S. News, 108 were private and 83 were public. The average tuition and fees at private law schools in the 2020-2021 academic year – $51,268 – was $9,125 higher than the average out-of-state tuition and fees at public law schools.
Psssssst : What is options in investment?
You asked, why is law school awful? In this article I will delve into various reasons why law school may be a bad choice for you and discuss some things to consider before dedicating yourself to three years of legal studies. Jump Ahead To: Law school is for people who want to be lawyers. Most lawyers do not make a lot of money.The average lawyer makes $145,300, but earnings can vary greatly if you're in the public or private sector. Lawyers make an average of $145,300 annually, according to the most recent data from the Bureau of Labor Statistics.
Is studying law boring?
Is law boring? "Yes," says Minor. "The qualifying law degree modules are dryish, with the exception of maybe criminal and property. There is so much reading.
Is law a good career for the future?
Law as a profession is in great demand these days. … Besides being financially lucrative, Law is an adventurous and exciting career option. Lawyers are held in high esteem in our society, and there remains the faith that when everything else fails, one can still take the path of legal system.
What is the average age for law school?
The average age of first-year law school students is about 24, but maybe you've spent years in another profession, and now you're thinking, "What if I went back to school and got my law degree?" Going to law school can be a formidable challenge for older students.
Do all lawyers make six figures?
Psssssst : How to go about investing in property?
Lawyers, for example, earned a median annual salary of roughly $113,500, and there are well more than half a million lawyers in the country. These are America's most popular six-figure jobs. Most of these high-paid occupations are managerial positions. … The median annual salary for a manager is just under $94,000.
Are lawyers paid too much?
In truth, lawyers earn much less on average than most people think they do. While it's true that the top lawyers get exorbitant salaries, and even fairly successful lawyers make quite a bit, many lawyers earn relatively little when compared to other professional fields.
Is a top 50 law school worth it?
It's not surprising that law grads from top-50 schools have better job prospects than graduates from less prestigious law schools. … It turns out that those recent employment stats suggest that there are really only 50 schools worth going to — at least if you want to get a job after you graduate from law school.
How long pay off law school debt?
Average time to repay law school loans For law school grads, the average time to repay student loans after graduation is: Public Service Loan Forgiveness (PSLF): 10 years. Standard repayment plan: 10 years. Income-driven repayment (REPAYE): 17 years.
What kind of lawyer gets paid the most?
Medical Attorneys Medical lawyers are among the highest paid types of lawyers and earn one of the highest median salaries in the legal field.
Is first year of law school hard?
The first year of law school is a difficult year. As mentioned above, first year classes are graded on a strict curve so not many students receive A's. It is very intellectually challenging, requires a lot of hard work, and full-time students generally do not have much free time to dedicate to other interests.
Psssssst : Best answer: What is investment life cycle?
What are good reasons for law school?
You want to help people solve problems.
You have professional experience in government.
You're interested in corporate tax law.
You have an academic background in science.
You just know that you want to be a lawyer.
What are good reasons to be a lawyer?
Earning Potential.
The Prestige.
An Opportunity to Help Others.
The Intellectual Challenge.
Diverse Practice Areas.
Work Environments and Perks.
Transferable Skills.
Global Influence.
Do lawyers get paid if they lose?
Some attorneys charge a flat percentage as a contingency fee. The client pays no up-front, out-of-pocket costs and instead pays a percentage of the final settlement or cash award as a legal fee. … Most contingency fees operate with the assumption that if the attorney loses the case the client does not pay legal fees.
Do lawyers make more money than doctors?
However, on average, the data shows that doctors make more than lawyers. … Specifically, the average doctor makes $208,000 per year, while the average lawyer makes $118,160. These average numbers take doctors and lawyers who are in the peak of their careers — meaning that those just starting out do not take this amount.
Is law school a good investment?
Cross-border banking in developing economies: Trends and policy implications
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Als Berufsausbildung (auch berufliche Bildung) wird im weiteren Sinne jede Ausbildung bezeichnet, die jemanden dazu befähigt, einen Beruf auszuüben. Nicht zur Berufsausbildung gehört damit u. a. die berufliche Weiterbildung, da deren Ziel lediglich ist, das Wissens und die Fertigkeiten der Person an geänderte Anforderungen anpassen.

Im engeren Sinne (umgangssprachlich Ausbildung oder Lehre, "Berufliche Grundbildung" in der Schweiz,  "apprenticeship") bezeichnet der Begriff nur solche Ausbildungen wie die, die in deutschsprachigen Ländern im Rahmen einer staatlich anerkannten dualen Ausbildung stattfinden. Diese besteht aus einer betrieblichen Ausbildung sowie in Deutschland immer auch aus einer schulischen Ausbildung an einer Berufsschule. Damit sind sie abgegrenzt von allen Formen eines Studiums (auch dem Dualen Studium, da deren schulischer Teil an einer Hochschule stattfindet). Dieser Artikel befasst sich nur mit der Berufsausbildung im engeren Sinne. Ein Mensch, der sich einer solche Berufsausbildung befindet, wird als Auszubildender oder Lehrling bezeichnet.

Ziel
Die (duale) Berufsausbildung in Deutschland soll "berufliche Handlungsfähigkeit" vermitteln (BBiG 1 Abs. 3). Die Berufsbildung in der Schweiz fördert und entwickelt ein System, "das den Einzelnen die berufliche und persönliche Entfaltung und die Integration in die Gesellschaft, insbesondere in die Arbeitswelt, ermöglicht". (BBG Art. 3a) Die betriebliche Ausbildung wird durch eine theoretische Wissensvermittlung in einer Berufsschule und/oder außerbetriebliche Bildungseinrichtungen ergänzt (Duale Ausbildung).

Die duale Berufsausbildung in Deutschland ist durch folgende Merkmale gekennzeichnet:

 Durchführung in einem geordneten Ausbildungsgang
 Vermittlung einer breit angelegten beruflichen Grundbildung
 Vermittlung der für die Ausübung einer beruflichen Tätigkeit notwendigen fachlichen Fertigkeiten und Kenntnisse
 Erwerb der erforderlichen Berufserfahrung

Internationale Anerkennung
Innerhalb der EU und des Europäischen Wirtschaftsraums (EWR) wird ein in einem anderen Staat der EU bzw. des EWR erreichter Berufsabschluss anerkannt, soweit er dort zur Ausübung eines bestimmten Berufs berechtigt und die dort absolvierte Ausbildung nicht wesentlich anders verläuft als in dem Staat, in dem die Berufstätigkeit – als Arbeitnehmer oder als Selbständiger – ausgeübt werden soll. Rechtsgrundlage ist die Richtlinie 2005/36/EG über die Anerkennung von Berufsqualifikationen, die von den Mitgliedsstaaten bis Oktober 2007 in nationales Recht umzusetzen war.

Normale Schule mit Berufsausbildung
In der DDR gab es und in Berlin und Sachsen gibt es eine Berufsausbildung mit Abitur.

Manche allgemeinbildende Schulen verfügen über dieselben Einrichtungen und qualifiziertes Lehrpersonal wie Berufsschulen und Lehrwerkstätten in Ausbildungsbetrieben. Hierbei kann beispielsweise an einem Nachmittag pro Woche ausgebildet werden.
Somit ist es möglich mit erfolgreichen Projektarbeiten und zusätzlichem Fachunterricht nach dem Abitur und weiterer praktischer Tätigkeit die Gesellenprüfung abzulegen.

Deutschland

Gesetzliche Regelungen
Das Berufsbildungsgesetz bildet die grundlegende Regelung der Berufsausbildung in Deutschland. Einige Berufe, insbesondere Berufe im medizinischen Bereich (Gesundheitsfachberufe), sind in speziellen Gesetzen geregelt (beispielsweise Krankenpflegegesetz, Altenpflegegesetz, Physiotherapeutengesetz, Notfallsanitätergesetz).

Gestaltung
Die Berufsausbildung wird überwiegend im dualen Berufsausbildungssystem durchgeführt, wobei die rechtlich jeweils voneinander unabhängigen Ausbildungsbetriebe und Berufsschulen zusammenarbeiten müssen, um die optimale berufliche Qualifizierung der Lehrlinge (Auszubildenden) zu gewährleisten.

Eine überbetriebliche Ausbildung als Teil des betrieblichen Ausbildungsabschnittes ergänzt oftmals die jeweilige Berufsausbildung.

Nach der Berufsausbildung besteht in den meisten Bundesländern weiterhin die Möglichkeit einen Hochschulzugang zu erwerben. Das Abitur kann an Berufsoberschulen erworben werden. Eine Fachhochschulreife an einem
sog. BK-FH. Beide Ausbildungsgänge können nach dem BAföG gefördert werden.

Aufgaben der zuständigen Stelle
Die nach den Berufsbildungsgesetzen zuständigen Stellen (u. a. Industrie- und Handelskammern und Handwerkskammern) haben unter anderem folgende Aufgaben:

 Sie entscheiden über Verkürzung oder Verlängerung der Ausbildungszeit sowie über die Zulassung zur Abschlussprüfung oder zu Fortbildungsprüfungen (z. B. Meisterprüfungen).
 Sie überwachen die Durchführung der Berufsausbildung und die berufliche Umschulung.
 Sie beraten Ausbildende und Auszubildende und bestellen Ausbildungsberater.
 Sie führen das Verzeichnis der Berufsausbildungsverhältnisse (z. B. Lehrlingsrolle).
 Sie stellen die Eignung von Ausbildungsstätten und Ausbildern fest.
 Sie errichten Prüfungsausschüsse und erlassen Prüfungsordnungen.
 Sie führen Zwischen-, Abschluss- und Meisterprüfungen durch.

Ausbildung zum Beamten

Anerkennung ausländischer Berufsabschlüsse

Staatsangehörige der Europäischen Union, die ihre Berufsqualifikation in einem Mitgliedsstaat erworben haben, haben durch die EU-Berufsanerkennungsrichtlinie freien Zugang zu ihrem Beruf – unter denselben Voraussetzungen wie Inländer. Die EU-Berufsanerkennungsrichtlinie gilt ebenso für Bürger des Europäischen Wirtschaftsraums (EWR) und der Schweiz.

Für Angehörige von Drittstaaten sah das bis zum 1. April 2012 in den meisten Berufen anders aus. Am 1. April 2012 ist das sogenannte Anerkennungsgesetz in Kraft getreten, das Gesetz zur Verbesserung der Feststellung und Anerkennung im Ausland erworbener Berufsqualifikationen. Mit ihm wurden die Verfahren zur Bewertung ausländischer Berufsqualifikationen im Zuständigkeitsbereich des Bundes insgesamt weiter geöffnet. Das Gesetz verfolgt den Zweck einer "besseren Nutzung von im Ausland erworbenen Berufsqualifikationen für den deutschen Arbeitsmarkt, um eine qualifikationsnahe Beschäftigung zu ermöglichen". Begleitend zum Gesetz hat das Bundesministerium für Bildung und Forschung das Online-Portal Anerkennung in Deutschland ins Leben gerufen. Hier können Personen mit einem ausländischen Berufsabschluss die für die Anerkennung ihrer Qualifikation zuständige Stelle recherchieren und sich über das Verfahren und die rechtlichen Grundlagen informieren.

Österreich

In Österreich gibt es 213 (Stand 1. Juli 2020) anerkannte Lehrberufe, deren Ausbildungen zwischen zwei und vier Jahren dauern. Die meisten Lehrberufe sind dreijährig. Nach dem Abschluss der Pflichtschule besteht eine Ausbildungspflicht bis zum 18. Lebensjahr.

Rund 40 % der österreichischen Jugendlichen machen nach dem Ende ihrer neunjährigen Unterrichtspflicht eine Lehre, viele andere besuchen eine berufsbildende Schule. Das Eintrittsalter ist nach oben nicht beschränkt.

Die Lehrlingsausbildung in Österreich gliedert sich in zwei Bereiche: Die Ausbildung im Betrieb und der Besuch der entsprechenden Berufsschule. Dabei steht der Lehrling in einem Ausbildungsverhältnis mit einem Lehrbetrieb. Gleichzeitig besucht er eine Berufsschule.
Den größten Teil (80 %) der Lehrzeit umfasst die betriebliche Ausbildung, in der die berufsspezifischen Kenntnisse und Fertigkeiten vermittelt werden. Die restlichen 8–12 Wochen (je nach Berufsgruppe) verbringt der Lehrling in der jeweiligen Berufsschule, wo das fachtheoretische Grundwissen vermittelt und die Allgemeinbildung erweitert wird.

Die Lehrlingsausbildung endet mit dem Ablauf der Lehrzeit. Die bestandene Lehrabschlussprüfung ist Voraussetzung, sich weiterzubilden. Betriebliche Ausbilder und Berufsschullehrer nehmen diese Lehrabschlussprüfung ab, wobei das Schwergewicht dabei auf den praktischen Fertigkeiten und Kenntnissen liegt.

Als Besonderheit kennt Österreich die Doppellehre, in der zwei teilweise verwandte Berufe (Beispiel: Koch – Restaurantfachmann) gleichzeitig erlernt werden können.

Schweiz
In der Schweiz entscheiden sich circa 2/3 der Jugendlichen für eine Berufsausbildung. Nach der neunjährigen obligatorischen Schulzeit beginnen die Jugendlichen eine Berufsausbildung bei einer Firma. Nur etwa 20 Prozent der Schüler besuchen ein Gymnasium, um danach meist ein Studium zu beginnen. Natürlich gibt es auch Berufsausbildungen, für deren Antritt man besondere Voraussetzungen erfüllen muss. So muss man für die Ausbildung zum Polizisten mindestens 18 sein und bereits eine abgeschlossene Berufsausbildung oder bestandene Matura vorweisen.

In den letzten Jahren ihrer Schulzeit informieren sich die Schüler über die verschiedenen Berufe und absolvieren in der Oberstufe verschiedene Schnupperlehren (Kurzpraktikum). Diese dienen dazu, den Beruf aktiv zu erleben, den Betrieb kennenzulernen, und ermöglichen der Firma sich ein Bild über den Schüler zu machen. Die meist 15- bis 16-jährigen Schüler bewerben sich daraufhin bei verschiedenen Firmen für den von ihnen ausgesuchten Beruf. Lernende ausbilden darf, wer einen Meisterbrief (eidg. Diplom) bzw. den Berufsbildnerkurs absolviert hat. In größeren Lehrbetrieben wird häufig ein Lehrlingsausbildner angestellt, welcher für die Ausbildung von einigen Lernenden seines Fachgebiets zuständig ist. In kleinen Betrieben übernimmt die Funktion des Ausbildners oft der Geschäftsführer selbst.

Aufbau

Der Begriff der Beruflichen Grundbildung («Lehre») wird für eine Erstausbildung von zwei, drei oder vier Jahren benutzt. Der erfolgreiche Abschluss einer drei- oder vierjährigen Beruflichen Grundbildung führt zur Erlangung eines Eidgenössischen Fähigkeitszeugnisses (EFZ), welches die vom Berufsbildungsamt (in Absprache mit dem jeweiligen Gewerbeverband) definierte fachliche Reife bestätigt. Zweijährige Berufliche Grundbildungen werden auch als Attestausbildung bezeichnet, womit nach erfolgreichem Abschluss das Eidgenössische Berufsattest (EBA) erlangt werden kann.

Eine berufliche Grundbildung ist in der Schweiz auf einem triadischen (= dreiteiligen) System aufgebaut, welches drei unterschiedliche Lernorte umfasst: Lehrbetrieb, Berufsfachschule und Überbetriebliche Kurse (ÜK). Das Ziel ist es, nebst dem Vermitteln fachspezifischer und allgemeinbildender Kenntnisse das in der Schule erworbene Wissen an das Praktische zu knüpfen. Die Überbetrieblichen Kurse haben zum Ziel, beides innerhalb eines bestimmten Themenschwerpunktes zu vermitteln. Der berufsspezifisch-praktische Teil und der schulisch-theoretische Teil finden mit wenigen Ausnahmen parallel zueinander statt, indem die Lernenden ein bis drei Tage (je nach Beruf, Lehrjahr und je nachdem, ob die BMS besucht wird) pro Woche eine Berufsfachschule besuchen und die restlichen Tage in ihrem Lehrbetrieb arbeiten. In einigen Berufen (z. B. Landwirt oder Geomatiker) findet der schulische Teil in Blockkursen statt.

Die Berufliche Grundbildung ist gekoppelt, was bedeutet, dass die Berufsfachschule nur mit der entsprechenden Lehrstelle besucht werden darf.

Der praktische Teil
Die Ausbildung im Lehrbetrieb hat zum Ziel, alle praktischen Fähigkeiten zu erlernen, die man später für die Ausübung des Berufs braucht. Für nahezu alle Berufe werden parallel zur Ausbildung Kurse von den entsprechenden Berufsverbänden durchgeführt (Überbetriebliche Kurse), deren Teilnahme obligatorisch ist. Nach erfolgter Grundausbildung arbeiten die Lernenden häufig in unterschiedlichen Abteilungen, um unterschiedliche Aspekte des Berufes kennenzulernen. Je nach Ausbildungsstand beginnen die Lernenden, die Aufgaben eines Angestellten zu übernehmen.

Ein Lehrlingslohn ist stark von der Branche abhängig und steigt mit jedem Jahr der Ausbildung an. Im ersten Jahr beträgt er einige hundert Franken, im letzten bis zu einem Viertel des Lohns eines ausgelernten Mitarbeiters. Die Löhne werden von den entsprechenden Branchen festgelegt und werden vom Amt für Berufsbildung des jeweiligen Kantons abgesegnet.

Die Berufsfachschule
Auszubildende besuchen während der ganzen Ausbildungszeit an ein bis drei Tagen die Woche eine Berufsfachschule. Die Fächer unterscheiden sich stark nach Beruf. In technischen Berufen wird meist ein halber Tag für Allgemeinbildung (ABU, Sprachen, Sport) verwendet und der Rest für fachspezifische Fächer. Da in kaufmännischen Berufen auf die Erlernung von Sprachen ein höherer Wert gelegt wird, entfällt für KV-Lernende der Allgemeinbildende Unterricht (ABU).

Qualifizierende Schlussprüfung
Am Ende einer beruflichen Grundbildung werden praktische und theoretische Fähigkeiten in einer qualifizierenden Schlussprüfung (ehemals LAP = Lehrabschlussprüfung) getestet. Wer diese besteht, erhält bei einer anerkannten Lehre das Eidgenössische Berufsattest (zweijährige berufliche Grundbildungen) bzw. das Eidgenössische Fähigkeitszeugnis (drei- und vierjährige berufliche Grundbildungen).

Angelehnt an das modulare Bologna-System der Hochschulen, finden bei vielen Ausbildungen Teilabschlussprüfungen bereits nach zwei Jahren statt.

Berufsmaturität
Es ist den Lernenden freigestellt, falls sie die Aufnahmeprüfung bestehen und der Ausbildungsbetrieb einverstanden ist, parallel zur Lehre eine lehrbegleitende Berufsmatura zu absolvieren. Die Berufsmatura nimmt meist einen Tag in der Woche in Anspruch. Während des Besuchs der Berufsmaturitätsschule wird der allgemeinbildende Teil der Berufsfachschule erlassen.

Die Berufsmatura kann auch nach der Lehre nachgeholt werden, was unter dem Begriff «BMS 2» verstanden wird.

Es gibt für die verschiedenen Berufsgebiete unterschiedliche Berufsmaturen:
 Technische Berufsmatura
 Gewerbliche Berufsmatura
 Kaufmännische Berufsmatura
 Gesundheitlich-Soziale Berufsmatura
 Landwirtschaftliche Berufsmatura
 Gestalterische Berufsmatura
 Naturwissenschaftliche Berufsmatura

Mit der Berufsmatura hat man die Möglichkeit, sich an einer Fachhochschule der jeweiligen Richtung prüfungsfrei einzuschreiben.

Das Studieren an einer Universität oder der ETH ist prüfungsfrei nach Abschluss der Fachhochschule meist unter Auflagen möglich. Wer direkt mit der Berufsmatura ein Fach studieren will, das nicht an Fachhochschulen angeboten wird, kann dies nach einem sogenannten Passerellenjahr mit bestandenen Ergänzungsprüfungen machen.

Passerelle
Nach bestandener Berufsmaturität steht es Schülern mit einem guten Notendurchschnitt frei, zusätzlich die Passerelle zu absolvieren, die zur Aufnahme an Schweizer Universitäten berechtigt. Sie dauert 1 Jahr. Zu beachten ist, dass die Passerelle lediglich eine Ergänzungsprüfung zur Berufsmatura ist, die zur Aufnahme an Schweizer Universitäten berechtigt. Ausländische Universitäten sind nicht dazu verpflichtet diese anzuerkennen.

Matura für Erwachsene
Schüler, die für die Passerelle einen unzureichenden Notendurchschnitt in der Berufsmatura haben oder die offizielle Schweizer Maturaprüfung absolvieren wollen, haben die Möglichkeit, sich an einer Maturitätsschule für Erwachsene auf die Maturaprüfung vorzubereiten. Die Matura für Erwachsene dauert üblicherweise 3½ Jahre. Sie kann als Ganztag-, Halbtags- oder Samstagsschule absolviert werden. Schüler mit abgeschlossener Berufsmatura können unter gewissen Umständen später in den Unterricht einsteigen.

Belgien (Deutschsprachige Gemeinschaft)

Im deutschsprachigen Teil Belgiens gibt es Berufslehren. Angeboten werden über 45 Lehrberufe. Das Ausbildungssystem ist dual, ergänzt um eine Überbetriebliche Ausbildung. Die Lehre dauert üblicherweise drei Jahre. Die Lehrlinge enthalten eine Lehrlingsentschädigung. Die Berufsschule wird an ein bis zwei Tagen die Woche besucht.

Nach erfolgreichen Abschluss erhält der Lehrling das Gesellenzeugnis. Das Praktikerzertifikat bestätigt die Beherrschung des Berufes, aber Lücken in der Allgemeinbildung. Das Teilzertifikat zertifiziert einzelne Qualifikationen.

Die Aufsichtsbehörde ist das IAWM (Institut für Aus- und Weiterbildung).

Mindestalter bei Lehrbeginn ist für die meisten Berufe 15 Jahre, Höchstalter für den Beginn einer Lehre ist 29 Jahre.

Für Kfz-Mechaniker besteht die Möglichkeit, zusätzlich zum belgischen Abschluss auch zugleich den niederländischen und den deutschen zu erwerben (Stichwort Tridiplomierung).

Die Meisterausbildung existiert in Belgien ebenfalls.

Niederlande

Etwa 50 % der niederländischen Jugendlichen wechseln nach Ende der ersten Stufe (Basisschool und Basisvorming) in die voorbereidend middelbaar beroepsonderwijs (vmbo) und damit Berufsbildung.

Die eigentliche Berufsausbildung (middelbaar beroepsonderwijs – MBO) hat ein Mindestalter von 16 Jahren.

Den Jugendlichen steht zur Wahl, ob sie ihre Ausbildung in einem Betrieb (berufsbegleitende Variante, Beroepsbegeleidende Leerweg – BBL) machen oder an einer Berufsschule (berufsausbildende Variante, Beroepsopleidende Leerweg – BOL). Formal sind die Berufe und Abschlüsse identisch. Die berufsausbildende Variante umfasst auch Betriebspraktika. Zwei von drei Lernenden gehen den berufsausbildenden Weg, einer von drei Lernenden den berufsbegleitenden Weg.

Die berufsausbildende Variante kostet ab dem 18. Lebensjahr Schulgeld, davor gehört sie zur Schulpflicht und ist damit kostenlos. In der berufsbegleitenden Variante erhält der Lernende vom Betrieb eine Lehrentschädigung.

Die Ausbildung setzt sich aus Teilqualifikationen zusammen, die für sich geprüft und abgeschlossen werden. Eine Abschlussprüfung entfällt dadurch.

Der Abschluss hat jeweils ein bestimmtes Level:
 Level 1: Assistentenlevel. Dauer: sechs Monate bis ein Jahr
 Level 2: Berufliche Grundausbildung. Dauer: zwei bis drei Jahre
 Level 3: Berufliche Bildung. Dauer: zwei bis vier Jahre
 Level 4: Ausbildung für das mittlere Management. Dauer: drei bis vier Jahre und Weiterbildung zum Spezialisten, Dauer: ein bis zwei Jahre.
Wobei Level 1 und 2 keine Zulassungsvoraussetzungen haben. Level 4 berechtigt zur Höheren Berufsbildung (Hoger Beroepsonderwijs – HBO) an einer Fachhochschule (Hogescholen).

Für Deutsche, die grenznah leben und zudem Niederländisch in der Schule hatten, stellt das niederländische System ebenfalls eine Alternative dar.

Frankreich
In Frankreich hat die (duale) Berufsausbildung einen viel geringeren Stellenwert als im deutschsprachigen Raum. An ihrer Stelle stehen diverse Fachschulen, technische Schulen und Hochschulen.

Im handwerklichen Bereich existiert aber ein System der Berufsausbildung (apprentissage, formation professionnelle). Die Gesellen sind in der association ouvrière des Compagnons du devoir zusammengeschlossen.

Da die Ausbildung auch in Deutschland anerkannt ist, kann es bei entsprechenden Französischkenntnissen auch für deutsche Schüler interessant sein, die Ausbildung in Frankreich zu absolvieren. Die Ausbildungsdauer ist mit der in Deutschland vergleichbar.

Das Certificat d'aptitude professionnelle ist in Deutschland dem Gesellen- bzw. Facharbeiterbrief in der Regel gleichgestellt.

Dänemark
Dänemark besitzt ebenfalls ein duales Ausbildungssystem. Die Finanzierung erfolgt über einen Ausbildungsfonds, von dem ausbildende Betriebe Geld erhalten und in den nicht ausbildende Betriebe einzahlen. 50 bis 70 Prozent der Ausbildung werden im Betrieb erbracht, dementsprechend 30 bis 50 Prozent in der Berufsschule. Dänemark hat etwa 120 Ausbildungsberufe.

USA
In den USA ist die Berufsausbildung weniger formalisiert als in Deutschland. Nach Verlassen der High School bzw. des Colleges (siehe US-amerikanisches Schulsystem) folgt am Arbeitsplatz meist das on the job training (Lernen durch praktische Ausbildung).

Siehe auch
 Ausbildungsnachweis (Berichtsheft)
 Berufseinstiegsbegleitung
 Europäischer Berufsbildungsatlas – Informationsdatenbank der Berufsbildungs- und Arbeitsämter für Schüler und Lehrlinge in Deutschland, Österreich, Italien (Südtirol) und der Schweiz
 Liste von Ausbildungsberufen in Deutschland
 Personalsuche, Personalberatung
 Fachschule, Berufsfachschule, Berufskolleg, Berufsakademie, Fachakademie

Literatur

 Wolf-Dietrich Greinert: Geschichte der Berufsausbildung in Deutschland. In: Rolf Arnold, Antonius Lipsmeier (Hrsg.): Handbuch der Berufsbildung. 2., überarbeitete und aktualisierte Auflage. Wiesbaden 2006, S. 499–508 (online S. 504–508 mit Lit.verz.)
 Klaus Harney: Geschichte der Berufsbildung. In: K. Harney, H.-H. Krüger (Hrsg.): Einführung in die Geschichte der Erziehungswissenschaft und Erziehungswirklichkeit. 3. Auflage. Budrich, Opladen 2006, ISBN 3-938094-59-1, S. 231–267.
 Lars Wächter: Berufsausbildung von A bis Z. Praxishandbuch für Ausbilder. Kiehl Verlag, Herne 2012.

Weblinks
 Zur Geschichte der beruflichen Bildung in Europa. Von der Divergenz zur Konvergenz. In: Berufsbildung. Europäische Zeitschrift. Nr. 32, Mai – August 2004/II (2,0 MB PDF) hrsg. vom Cedefop Europäisches Zentrum für die Förderung der Berufsbildung

Deutschland:
 Berufsinformationen der Bundesagentur für Arbeit
  – Informationsseite des Bayerischen Fernsehens zum Thema Ausbildung und Beruf mit Videoclips zu allen Ausbildungsberufen
 Weiterführende Informationen der Industrie- und Handelskammern

Schweiz:

 Schweizer Portal für Berufswahl, Studium und Laufbahnfragen
 Treffpunkt zum Austausch zwischen Auszubildenden und Schülern – Schweizweit offene Lehrstellen und Gesuche
 Verein zur Förderung der Lehrstellenvermittlung in der Schweiz – offene Lehrstellen und Gesuche

Österreich:
 Die Lehre: Berufsausbildung in Österreich
 Berufsbildung in Österreich Institut für Bildungsforschung der Wirtschaft

Wichtige Lehrstellenbörsen in Österreich
 Lehrstellenbörse von der Wirtschaftskammer Österreich
 Jobspace ins Universum der Lehrstellen fliegen
 Lehrlingsportal.at
 Lehrberuf.info
 Lehrstellenbörse aha Vorarlberg
 LehrstellenPortal.at

Vergleich:
  – Berufsausbildungen und Abschlüsse in Deutschland, Österreich, Südtirol und der Schweiz vergleichen

Gestaltung von Berufsausbildung:
 Berufsausbildung in Qualifizierungsnetzwerken professionell gestalten

Einzelnachweise

Berufsbildung


text:
https://www.barrons.com/articles/bank-of-england-keeps-rate-steady-and-warns-recovery-will-take-longer-than-thought-51596705008
Bank of England Keeps Rate Steady and Warns Recovery Will Take Longer Than Thought
Pierre Briançon
Updated Aug. 6, 2020 6:05 am ET / Original Aug. 6, 2020 5:10 am ET
A pedestrian walks past the Bank of England building in London.
The Bank of England on Thursday kept its key interest rate steady at 0.1% but indicated that the recovery of the British economy wouldn't be as swift as it had previously forecast, as gross domestic product wouldn't reach its 2019 levels before the end of 2021. The central bank also kept unchanged the £745 billion ceiling it has set on its pandemic-specific asset-buying program.
The fact that both decisions were unanimous among the nine-member monetary policy committee doesn't mean that these were obvious choices. Like other major central banks, the BoE is trying to steer the economy through the thick fog created by uncertainties about the pandemic, hard-to-predict government decisions to fight it, and sometimes unpredictable consumer and business behavior.
"Given the inherent uncertainties regarding the evolution of the pandemic, (...) medium-term projections are a less informative guide than usual," the BoE acknowledged in its release.
Consumers are spending again and there are some signs of a pickup of the housing market, the central bank noted. But the pandemic remains a major drag on business activity. "Business investment is likely to have fallen markedly in Q2 and investment intentions remain very weak," the Bank notes.
The BoE is still far from reaching its 2% inflation target. Consumer prices are only up 0.6% on an annual basis and the Bank sees the inflation rate declining even further, to 0.25% around the end of the year.
The government's response to the crisis will contribute to making the central bank's task harder in that respect, as value-added tax cuts announced for restaurants and hotels will keep a pressure on prices.
The U.K. central bank reiterated that it is reviewing its rate policy to assess how low it could go before triggering unintended consequences in the financial system. It "will continue to review the appropriateness of a negative policy rate as a policy tool alongside its broader tool kit," it said.
As things stand now, the Bank of England says it would only meet the 2% inflation target in two years' time. And that is barring a worsening impact of the coronavirus crisis, or a new economic blow that could be triggered by a hard Brexit come January.
The Bank of England on Thursday kept its key interest rate steady at 0.


The Walk to Emmaus is an experience of Christian spiritual renewal and formation that begins with a three-day short course in Christianity. It is an opportunity to meet with Jesus Christ in a new way as God's grace and love is revealed to you through other believers.
The Walk to Emmaus experience begins with prayerful discernment and invitation from a sponsor. After one accepts the invitation they complete an application. The Emmaus leaders prayerfully consider each applicant and in God's time, the person is invited to attend a three-day (Thursday evening to Sunday evening) experience of New Testament Christianity as a lifestyle.
Following the three-day experience, participants are joined in small groups to support each other in their ongoing walk with Christ. Through the formational process of accountable discipleship in small groups and participating in Emmaus community, your gifts and servant-leadership skills are developed for the local church and it's mission. You are encouraged to find ways to live out your call to discipleship in your home, church, and community.
The overall objectives of The Walk to Emmaus are to inspire, challenge, and equip the local church members for Christian action in their homes, churches, and places of work. Emmaus lifts up a way for our grace-filled lives to be lived and shared with others in our communities and the world.


text:
// Copyright 2014 The Bazel Authors. All rights reserved.
//
// Licensed under the Apache License, Version 2.0 (the "License");
// you may not use this file except in compliance with the License.
// You may obtain a copy of the License at
//
//    http://www.apache.org/licenses/LICENSE-2.0
//
// Unless required by applicable law or agreed to in writing, software
// distributed under the License is distributed on an "AS IS" BASIS,
// WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
// See the License for the specific language governing permissions and
// limitations under the License.

package com.google.devtools.build.lib.analysis;

import com.google.common.collect.ImmutableList;
import com.google.common.collect.Iterables;
import com.google.devtools.build.lib.buildeventstream.BuildEventId;
import com.google.devtools.build.lib.buildeventstream.BuildEventStreamProtos;
import com.google.devtools.build.lib.buildeventstream.BuildEventWithOrderConstraint;
import com.google.devtools.build.lib.buildeventstream.GenericBuildEvent;
import com.google.devtools.build.lib.causes.Cause;
import com.google.devtools.build.lib.collect.nestedset.NestedSet;
import com.google.devtools.build.lib.collect.nestedset.NestedSetBuilder;
import com.google.devtools.build.lib.collect.nestedset.Order;
import com.google.devtools.build.lib.util.Preconditions;
import com.google.devtools.build.skyframe.SkyValue;
import java.util.Collection;

/** This event is fired as soon as a target is either built or fails. */
public final class TargetCompleteEvent implements SkyValue, BuildEventWithOrderConstraint {

  private final ConfiguredTarget target;
  private final NestedSet<Cause> rootCauses;
  private final Collection<BuildEventId> postedAfter;
  private final boolean isTest;

  private TargetCompleteEvent(
      ConfiguredTarget target, NestedSet<Cause> rootCauses, boolean isTest) {
    this.target = target;
    this.rootCauses =
        (rootCauses == null) ? NestedSetBuilder.<Cause>emptySet(Order.STABLE_ORDER) : rootCauses;

    ImmutableList.Builder postedAfterBuilder = ImmutableList.builder();
    for (Cause cause : getRootCauses()) {
      postedAfterBuilder.add(BuildEventId.fromCause(cause));
    }
    this.postedAfter = postedAfterBuilder.build();
    this.isTest = isTest;
  }

  /** Construct a successful target completion event. */
  public static TargetCompleteEvent createSuccessfulTarget(ConfiguredTarget ct) {
    return new TargetCompleteEvent(ct, null, false);
  }

  /** Construct a successful target completion event for a target that will be tested. */
  public static TargetCompleteEvent createSuccessfulTestTarget(ConfiguredTarget ct) {
    return new TargetCompleteEvent(ct, null, true);
  }

  /**
   * Construct a target completion event for a failed target, with the given non-empty root causes.
   */
  public static TargetCompleteEvent createFailed(ConfiguredTarget ct, NestedSet<Cause> rootCauses) {
    Preconditions.checkArgument(!Iterables.isEmpty(rootCauses));
    return new TargetCompleteEvent(ct, rootCauses, false);
  }

  /**
   * Returns the target associated with the event.
   */
  public ConfiguredTarget getTarget() {
    return target;
  }

  /**
   * Determines whether the target has failed or succeeded.
   */
  public boolean failed() {
    return !rootCauses.isEmpty();
  }

  /** Get the root causes of the target. May be empty. */
  public Iterable<Cause> getRootCauses() {
    return rootCauses;
  }

  @Override
  public BuildEventId getEventId() {
    return BuildEventId.targetCompleted(getTarget().getLabel());
  }

  @Override
  public Collection<BuildEventId> getChildrenEvents() {
    ImmutableList.Builder childrenBuilder = ImmutableList.builder();
    for (Cause cause : getRootCauses()) {
      childrenBuilder.add(BuildEventId.fromCause(cause));
    }
    if (isTest) {
      childrenBuilder.add(BuildEventId.testSummary(target.getTarget().getLabel()));
    }
    return childrenBuilder.build();
  }

  @Override
  public BuildEventStreamProtos.BuildEvent asStreamProto() {
    BuildEventStreamProtos.TargetComplete complete =
        BuildEventStreamProtos.TargetComplete.newBuilder().setSuccess(!failed()).build();
    return GenericBuildEvent.protoChaining(this).setCompleted(complete).build();
  }

  @Override
  public Collection<BuildEventId> postedAfter() {
    return postedAfter;
  }
}


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